RESUMEN
BACKGROUND: The influence of bullying on physical activity beyond school time is uncertain, as it can vary widely in terms of type, modality, duration, adult supervision, and objectives. METHODS: This study aims to analyze the relationship between school bullying and the type of physical activity practised. To this end, a descriptive study was made of 2025 pre- and adolescents aged between 10 and 19 years, reporting on their participation in victimisation and perpetration. The EBIPQ and PAQ-A were used. An analysis of the relationships between these variables was carried out according to gender and type of activity practised. RESULTS: The results showed a higher rate of victimisation in boys who did not practise physical activity. Meanwhile, perpetration was higher in those who practised organised physical activity, especially in boys. Depending on the type of physical activity, the higher levels of both victimisation and perpetration of those who practised wrestling activities stand out in comparison with other groups. CONCLUSIONS: It could be stated that physical activity may be a protective factor against bullying victimisation, especially in boys. However, participation in organised physical activity activities may be related to higher perpetration in this sample in adolescent boys.
RESUMEN
El presente trabajo aspira a evaluar la eficacia de un programa de Expresión Corporal, dentro de la asignatura de Educación Física, sobre el desarrollo de Habilidades Socioafectivas en alumnado de 4º de Educación Secundaria Obligatoria de un centro ubicado en una zona de transformación social. Para demostrar dicha eficacia se realizó una investigación cuasiexperimental pretest-postest, desarrollando dos sesiones semanales durante cuatro meses, determinándose que el programa generaba diferencias estadísticamente significativas en el alumnado, incrementándose los patrones de relación y socialización. Igualmente se observaron cambios en la percepción sobre la capacidad para resolver conflictos, además de diferencias significativas asociadas a la edad y al sexo de los y las participantes. La puesta en marcha de un grupo de discusión permitió la medición de la satisfacción o la transferencia a la vida diaria de las Habilidades Socioafectivas. Esto lleva a concluir que la Expresión Corporal es una herramienta útil para el desarrollo de las citadas habilidades.
O presente trabalho aspira a avaliar a eficácia de um programa de Expressão Corporal, na disciplina de Educação Física, sobre o desenvolvimento de Habilidades Socioafetivas em estudantes do 4º ano do Ensino Médio Obrigatório de um centro localizado em uma zona de transformação social. Para demonstrar essa eficácia, foi realizada uma investigação quase experimental pré-pós-teste, desenvolvendo duas sessões semanais por quatro meses, determinando que o programa gerava diferenças estatisticamente significativas nos alunos, aumentando os padrões de relacionamento e socialização. Da mesma forma, foram observadas mudanças na percepção da capacidade de resolução de conflitos, além de diferenças significativas associadas a idade e sexo dos participantes. O início de um grupo de discussão permitiu medir a satisfação ou transferir para a vida cotidiana as habilidades socioafetivas. Isso leva à conclusão de que a Expressão Corporal é uma ferramenta útil para o desenvolvimento das habilidades mencionadas.
The present work evaluates the effectiveness of a Bodily Expression program on the development of socio-affective skills by 4th grade, Secondary Education students from a school located in an area of social transformation. To demonstrate this effectiveness, a pretest-posttest quasi-experimental investigation was carried out with two weekly sessions for four months to determine that the program made statistically significant differences for students, increasing relationship and socialization patterns. Likewise, there were changes in their perception about their ability to resolve conflicts, in addition to significant differences associated with participants' age and gender. A discussion group assessed satisfaction or the transference of Socio-Affective Skills to their daily lives. This leads to the conclusion that Bodily Expression is a useful tool to develop the aforementioned skills.
